Effective July 1, 1998, the programs in Education of Deaf Children and Special Education will become the Department of Specialized Education Services (SES) in the School of Education. For additional information, contact the School of Education Office of Student Information and Advising.

The Education of Deaf Children Program provides opportunities for study in two concentrations: Teacher Preparation and Educational Interpreting. Both areas of study focus on the unique educational needs of deaf and hard-of-hearing children emphasizing language acquisition, teaching methods and communication modes. Specialized training in communication modes is offered through sign classes and the Sign Language Laboratory. Supervised experiences are available for student observations, volunteer work and practicum in area public schools and the Central North Carolina School for the Deaf. The Education of Deaf Children Program offers the BS in Education of the Deaf.

Education of the Deaf Major
(Bachelor of Science)

Required:
Teacher Preparation concentration
128 semester hours

Educational Interpreter concentration
129 semester hours

See Teacher Education for Teacher Education admission requirements and second major requirement.

Teacher Preparation Concentration

The Teacher Preparation concentration provides training at the undergraduate level for teachers of deaf and hard-of-hearing children. In addition to courses in the major area, students elect a specialization such as preschool education, elementary education, or secondary education (mathematics, history, English, etc.). Internships for teaching take place at the Central North Carolina School for the Deaf and in area public school programs with students who are deaf or hard-of-hearing. Transfer students may require additional semesters to complete the undergraduate degree program. Upon completion of the program, students are eligible for licensure by the North Carolina Department of Public Instruction (K-12 Hearing Impaired) and the Council on Education of the Deaf.

The Secondary Specialization is met by the second major requirement (see below).

Teacher Licensure Requirements

1. AULER requirements as identified within each major.

2. PSY 121

3. ELC 381

4. CUI 430 or 450

5. CUI 420 or 470 (secondary) or 517

6. HEA 201

7. EDC 461

8. Completion of pre-student-teaching field experience

9. Students must have a 2.7 overall grade point average to be admitted to teacher education, and a 2.7 grade point average in all courses with a EDC prefix in order to be admitted to student teaching. Any grade below C- in a required core course makes a student ineligible to continue in the licensure track.

Second Major Requirement

All students majoring in Teacher Preparation Deaf and Hard-of-Hearing Children who select the preschool or elementary specialization are required to complete another approved major or a second major or a concentration consisting of a minimum of 24 semester hours in a basic academic discipline. Depending on the academic discipline selected, a maximum of 6 hours may be counted toward both the All-University Liberal Education Requirements.

The following majors have been approved for Education of the Deaf: Art, English, Linguistics, Mathematics, Psychology, and Sociology. Other second majors require program approval.

Educational Interpreter Concentration

The Educational Interpreter Concentration provides training at the undergraduate level for individuals to work with students who are deaf and hard-of-hearing in public school settings. Internships for interpreting occur in area public schools having programs for students who are deaf and hard-of-hearing. Transfer students may require additional semesters to complete the undergraduate degree program.

Education of Deaf Children Courses (EDC)

Courses For Undergraduates

American Sign Language and fingerspelling with emphasis on the development of basic receptive and expressive skills. (FA,SP,SU)

240 Communication Development in Children (3:3).

Students cannot receive credit for both this course and CSD 308.

Psychosociolinguistic and developmental processes in the acquisition of communication in typically developing children. Emphasis on interpersonal communication patterns in diverse cultures that contribute to and influence social interaction. [SB, CSB] (FA,SU)

243 History and Psychology of the Deaf (3:3).

Traditional and experimental methods of educating deaf children. Review of psychological studies of deafness and implications for education. (FA)

333 Special Problems (1 to 3).

Pr. permission of faculty supervisor is required prior to registration.

May be repeated for credit.

Guided individual study in an area of special interest to the student.

335 Sign Language for the Deaf II (3:3).

Pr. 135 or permission of instructor.

Development of conversational skills in American Sign Language (ASL). Review of origin and application of contemporary manual communication systems. (FA,SP)

455 Rural Education I: Deaf and Hard-of-Hearing (3:3).

Pr. permission of instructor.

Study and description of rural communities and social problems within communities. Emphasis on change and diversity and how unique responses to needs of deaf and hard-of-hearing children are warranted. (FA)

456 Rural Education II: Deaf and Hard-of-Hearing (3:3).

Pr. 455 and permission of instructor.

Methods of working collaboratively with other school professionals to serve deaf and hard-of-hearing children in rural public schools. Emphasis on interpersonal working relationships and development of co-teaching strategies. (SP)

457 Rural Education III: Deaf and Hard-of-Hearing (3:3).

Pr. 455, 456 and permission of instructor.

Specialized in-service training techniques and knowledge about deaf and hard-of-hearing children. Module development for staff, parents, and children in rural public schools. (FA)

461 Internship in Teaching the Deaf (12:1:15).

Full-time supervised classroom teaching in one or more classes for the deaf in an acceptable school environment. (FA,SP)

462 Educational Interpreting I (3:3).

Pr. 335 or permission of instructor.

Basic principles and strategies of interpreting/transliterating for mainstreamed students who are deaf or hard-of-hearing. (FA)

463 Educational Interpreting II (3:3).

Pr. 462 or permission of instructor.

A continuation of Educational Interpreting I with emphasis on technical and specialized terminology. Includes basic introduction of Cued Speech transliterating, oral interpreting, and interpreting for deaf-blind students. (SP)

483 Teaching Academic Subjects to the Deaf - Primary (3:3:3).

Methods in teaching academic materials to deaf children with emphasis on elementary level. Utilization of manual and aural skills of deaf students in the classroom. (FA)

485 Teaching Academic Subjects to the Deaf - Secondary (3:3:3).

Methods of teaching academic materials to deaf children at the secondary level. Importance of using residual hearing as a method of transmission. (FA)

486 Educational Interpreting: Seminar and Practicum (6:3:4).

Pr. 463.

Field experiences in mainstream programs at elementary, middle school, and high school levels. Observation, notetaking, and participating as interpreter for selected activities. Discussions of field experiences, assignments, projects, and job-related issues. (FA,SP)

487 Educational Interpreting Internship (12).

Pr. 486; completion of Interpreting Assessment I.

Two consecutive full-time interpreting or transliterating assignments in public school mainstream programs under the direction of the cooperating interpreter/transliterator and the University supervisor. (FA,SP)

488 Interpreting: Sign-to-Voice (3:3).

Development of receptive sign language techniques and voicing skills involved in interpreting or transliterating a signed message into spoken English. (SP)

493 Honors Work (3-6).

See prerequisites under Honors Program, XXX 493 .

May be repeated for credit if the topic of study changes.

Courses For Advanced Undergraduates and Graduate Students

555 Sign Language III (3:3).

Pr. 335 or permission of instructor.

Advanced manual communication with emphasis on interpreting and translating for deaf adults in specialized settings. (FA)

557 Interpreting: English to ASL I (3:3).

Pr. 555 or permission of instructor.

Analysis of the linguistic principles of American Sign Language and its role in the education of deaf and hard-of-hearing children and in the Deaf community. (SP)

558 Interpreting: English to ASL II (3:3).

Pr. 557.

Further study of American Sign Language with emphasis on the use of linguistic principles to interpret concepts presented in English. (FA)

572 Issues in Educational Interpreting (3:3).

A study of the state and national code of ethics for interpreters/transliterators. Educational, cultural, legislative, and professional issues are addressed as they relate to the field of educational interpreting. (FA)

577 Teaching Speech to the Deaf (3:3).

Principles and techniques for developing and maintaining speech in the hearing-impaired of all ages. (SP)

578 Teaching Language to the Deaf (3:3).

Pr. CSD 308 or equivalent.

Systems for developing language in the individual with severe hearing impairment. (FA)

Please refer to The Graduate School Bulletin for additional graduate level courses.